The Number of Certificates and Diplomas on the New Zealand …€¦ · The number of certificates and diplomas on the New Zealand Register of Quality Assured Qualifications 7

This report is for discussion purposes only, it is not government policy

The Number of Certificates and Diplomas on the New Zealand Register of Quality

Assured Qualifications

Patricia Vermillion Peirce

New Zealand Qualifications Authority

September 2009


The number of certificates and diplomas on the New Zealand Register of Quality Assured Qualifications 2

Disclaimer

All views expressed in this report, and any remaining errors or omissions, remain the responsibility of the author.



Table of Contents

1. Executive Summary ...........................................................................................4

2. Introduction........................................................................................................5

3. The National Qualifications Framework and Register Background ............6

4. Qualifications in New Zealand..........................................................................7

5. Methodology .......................................................................................................8

6. Findings...............................................................................................................9

6.1. The total number of certificates and diplomas ............................................ 9

6.2. Total credits ............................................................................................... 10

6.3. Qualification title ....................................................................................... 11

6.4. Classification Name/ Field ........................................................................ 13

6.5 Qualification level....................................................................................... 19

6.6. Qualification developer ............................................................................. 20

7. Further considerations ....................................................................................22

Appendix A...........................................................................................................25



1. Executive Summary The numbers of certificates and diplomas presented below represent all quality assured qualifications within New Zealand that are equal to or greater than 40 credits and listed on New Zealand Register of Quality Assured Qualifications (“The Register”), as of 18 December 2008.

Total number of qualifications • There are 5937 quality-assured qualifications listed on The Register.

• Just over 76 per cent of these qualifications are certificates and diplomas;

58.19 per cent are certificates and 17.84 per cent are diplomas. Qualification credits • Certificates are offered from 40 credits to 360 credits, with 120-credit

qualifications most frequent (19.56 per cent) followed by 60-credit (11.95 per cent) and 40-credit (7.93 per cent) certificates.

• Diplomas are offered at range of credit values, from 120 to 480 credits, with 120-credit qualifications most frequent (37.11 per cent) followed by 240-credits (20.87 per cent) and 360-credits (4.63 per cent) diplomas.

. Qualification titles • Of the 1059 diplomas and 3455 certificates currently available, 786 and 2511

qualifications (respectively) have unique titles in that one title is used to designate one qualification.

• One title is used to designate more than one qualification; 100 of the 1059

diplomas and 339 of the 3455 certificates use a title for more than one qualification.

Qualifications by Fields • The 3455 certificates are offered in 305 different Fields. Just over 25 per cent

of these qualifications are offered in ten different Fields.

• The largest proportion of certificates (22.92 per cent) is offered in the Engineering and Related Technology Broad Field, followed by the Society and Culture Broad Field (20.52 per cent).

• The 1059 diplomas are categorised into 208 different Fields. Approximately

25 per cent of these are offered within 9 Fields. • The largest proportion of diplomas (21.06 per cent) is offered in the Society

and Culture Broad Field, followed by Creative Arts (16.81 per cent) and Management and Commerce (16.81 per cent) broad Fields.



Qualifications by levels

• The majority of certificates are offered at levels 3 and 4 across most NZSCED broad fields, except for Information Technology and Education Fields, which offer the bulk of certificates at levels 4 and 5, and Mixed Field Programmes, which offer the bulk of certificates at levels 2 and 3.

• The majority of diplomas are offered at levels 5 and 6 across 11 NZSCED

Broad Fields, whereas the majority of diplomas are offered at level 7 within the Education Field.

Qualification developers

• There are 361 organisations that developed the 3455 certificates. Of these organisations, eleven developed just over 25 per cent of all certificates.

• There are 210 organisations that developed the 1059 diplomas. Of these

210 organisations, nine developed just over 25 per cent of all diplomas.

2. Introduction The New Zealand Qualifications Authority (NZQA) and the Ministry of Education (MoE) were charged by the Skill New Zealand Tripartite Forum1 to undertake a Targeted Review of the New Zealand Qualifications System (the targeted review), focusing on diploma and certificate level qualifications (Action 7, Skills Strategy Action Plan 2008). In April 2009, the Minister of Education approved the targeted review as planned and the project contributes to areas of focus and expectation of NZQA as contained in the Letter of Expectation with the Minister and NZQA’s Statement of Intent. This review includes the active participation of the Tertiary Education Commission, Department of Labour, Business New Zealand, NZCTU, the Industry Training Federation, Industry Training Organisations, the Institutes of Technology and Polytechnics Quality, the PTE sector, Te Tauihu o Ngā Wānanga and individual Institutes of Technology and Polytechnics. An objective of the targeted review is to ensure the clarity of qualifications for both industry (employers) and students, as clarity is important for understanding the acquired skills and knowledge for recruitment purposes as well as potential advancement pathways. The purpose of this report is to provide descriptive analyses on the numbers of certificates and diplomas listed on the New Zealand Register of Quality Assured Qualification. First, however, a historical background on the National Qualifications Framework (NQF) and the Register is provided for context.

1 The Skill New Zealand Tripartite Forum were brought together as part of work related to the previous government’s Skills Strategy. The Forum comprises government Ministers and officials, Business New Zealand, the New Zealand Council of Trade Unions, and the Industry Training Federation.



3. The National Qualifications Framework and Register Background The political, economic and social reforms of the 1980s highlighted the need for significant changes to the education sector, which was increasingly characterised by a lack of comparability in educational programmes, confusion around naming and classification, and a population who lacked the skill and education levels needed to compete effectively in an international marketplace2. Under section 253 (1)(c)(i)-(ii) of the Education Act 1989, NZQA is required to:

[…] develop a framework for national qualifications in secondary schools and in post-school education and training in which –

(i) all qualifications have a purpose and a relationship to each other that students and the public can understand; and

(ii) there is a flexible system for the gaining of qualifications, with recognition of competency already achieved.

There was also a significant shift away from the mentality of ‘one qualification for life’ in order to maintain and enhance learners’ ability to transfer credit by the establishment of a common system of credit. To fulfil this statutory mandate, between 1990 and 1991 NZQA consulted on the development of a national qualifications framework that would include all qualifications. The outcome of this consultation was overwhelming support for a single, unified system. Subsequently the National Qualifications Framework was introduced in November 1991. In 1994, the Tertiary Lead Group was tasked with incorporating degrees into the National Qualifications Framework. The Group recommended that all qualifications be incorporated into a single harmonised qualifications framework. Mechanisms were proposed for registration onto this framework at both National and provider level, specified in terms of learning outcomes and objectives, credits and levels. The National Qualifications Framework was predicated on ‘units of learning’ – a term that evolved into ‘unit standards’ – with a standard format, and a National catalogue. This shift to unit standards was seen as a key change to the existing qualifications system and aimed to increase the responsiveness of the education system to industry needs by focusing less on inputs, and more learner competencies. Basing the National Qualifications Framework on unit standards caused discord with the university sector. The New Zealand Vice-Chancellors’ Committee (NZVCC) argued that the introduction of a standards based system would remove academic freedom and innovation, and that university study was at too high a level to be broken down into small, competency based unit standards. Consequently, the NZVCC withdrew its support from the National Qualifications Framework in 1996 before its development was complete.

2 Hamil, J. (2001) The New Zealand National Qualifications Framework, 1990 – 2001: A Country Characterisation Report Wellington, New Zealand and London, UK: International Benchmarking of Qualifications Systems Based on Competency Standards Defined by Industry Project (Council for Normalisation and Certification of Competency Standards).



A record of learning was to be kept for all learners, with NZQA being responsible for maintaining it in a central computer database. The multiplicity of existing classifications was replaced by three terms for registration on the framework: National Certificate; National Diploma; and National Degree. The record of learning has since been changed to the Record of Achievement. Originally, the NQF had eight levels of achievement. The National certificate was placed at Levels 1 to 4 (this was extended to Level 7 in March 1995), the National diploma was placed at Levels 5 to 7, degrees at Level 7 and advanced degrees and all postgraduate qualifications at Level 8. In 2001, the NQF was extended to ten levels as part of the development of the criteria for the Register. In the same year, the framework was further developed to allow the registration of ‘achievement standards’ for school subjects and the subsequent introduction of the National Certificate of Educational Achievement (NCEA) in 2002. In 2001 the NZQA Board agreed to the policy framework and qualification definitions for the Register, which was fully implemented by 2006. The comprehensive listing of qualifications on the Register aimed to provide learners and the public with information on, and to make comparisons between, qualifications. The inception of the Register also accommodated degrees without requiring them to be in a unit standard format by allowing providers to register a qualification that was not standards based. The National Qualifications Framework then became a subset within the Register, while sharing the same levels and qualification descriptors as the wider Register. In May 2004, NZQA undertook a Register Compliance project to ensure that all standards and qualifications listed on the Register were reviewed against the Register’s criteria. The process was complex and involved more than 400 providers and 2,500 qualifications. During the process it was found that in many cases, provider-developed qualifications were in fact National qualifications. For this and other reasons, more than 500 qualifications were removed from the Register. The outcome was that any qualifications not compliant with the Register criteria by 1 August 2006 were removed. Due to the influx of information this deadline was extended until December 2006. Currently, the Register not only serves as a database which brings together all quality assured qualifications available in New Zealand, but also prescribes the criteria on which all qualifications must be registered. Specifically, its purposes include: clearly identifying all quality assured qualifications in New Zealand; ensuring that all qualifications are understandable and have a purpose and relation to one another; ensuring learners’ ability to transfer credit; and enhancing and building on the international recognition of New Zealand qualifications3.

4. Qualifications in New Zealand Qualifications in New Zealand are registered at one of ten levels, increasing in levels of complexity from 1 (least complex) to 10 (most complex), and includes certificates (levels 1-7), diplomas (levels 5-7), Bachelors Degrees, Graduate

3 NZQA (2007) The New Zealand Register of Quality Assured Qualifications, Wellington: Author, p.4.



Diplomas and Certificates (level 7), Postgraduate Diplomas and Certificates, Bachelors Degrees with Honours (level 8), Masters Degrees (level 9) and Doctorates (level 10). The current review focuses on diplomas and certificates. The Register (2007: 10) notes that certificates “are often used to prepare candidates for both employment and further education and training”. Certificates are offered in a wide range of contexts across all levels, up to and including level 7. Diplomas are registered at levels 5, 6 and 7, and “often prepare learners for self-directed application of skills and knowledge. These qualifications often build on prior qualifications or prior experience and recognise capacity for initiative and judgement: across a broad range of educational and vocational areas, [and] in technical, professional, and/or management roles” (ibid: 10). National Certificates and National Diplomas are qualifications based on unit or achievement standards. The NZQA website states that “[t]hese [National] qualifications are nationally recognised because National industry representatives design them”. Although non-national certificates and diplomas may use components of National qualifications, they are developed by Providers and approved by the relevant quality assurance body. These certificates and diplomas are sometimes referred to as Provider Developed or Provider qualifications.

5. Methodology The qualification data used for the current review was taken from the public face of the Register, “KiwiQuals” (www.kiwiquals.govt.nz). KiwiQuals allows individuals to search for information on quality assured qualifications (that are 40 credits or more) in New Zealand, including vocational and academic qualifications, and all secondary, industry and university qualifications. The qualification data were extracted from Register on 18 December 2008, and the list of certificates and diplomas contained the following information: • Qualification Number (a unique code designating the qualification); • Qualification Title ; • Qualification Type (e.g. National Certificate / Diplomas or (non-National)

Certificate / Diploma); • Organisation Identification Number (a unique code designating the

qualification developer/owner); • Organisation Name (the name of an organisation that developed/own the

qualification4); • Level (levels 1 to 10, with 1 being the least complex and 10 being the most

complex); • Total Credits (credits are measured in terms of ”notional learning hours”,

which includes direct contact time with teachers and trainers, time spent in studying and doing assignment etc. and time spent in assessment. One credit is equivalent to 10 notional learning hours, and 120 credits is equivalent to one year of full-time study);

• Classification ID (a New Zealand Standard Classification of Education code designating the Field of the qualification);

4 NZQA does not distinguish between a qualification developer and owner; NZQA views the organisation that registers a qualification as both the owner and developer of the qualification.



• Classification Name (a New Zealand Standard Classification of Education name designating the Field of the qualification);

• Outcome Statement (a description of what a qualification holder will achieve in terms of skills and knowledge).

The current review summarises the Qualification Titles, Qualification Types, Qualification Developers, Levels, Credits and Classification Names. A second review examines the link between qualifications and employment and uses the Outcome Statement for this purpose. An examination of quality assured qualifications was done in order to better understand the number of industry certificates and diplomas in New Zealand. Although the scope of the targeted review includes certificates and diplomas at levels 1-6, the current review includes all certificates, spanning from levels 1 to 7, and all diplomas, covering levels 5 to 7, in order to provide a full account of all diplomas and certificates in New Zealand. The review includes standards-based qualifications but does not include the National Certificate in Educational Achievement (NCEA). Key knowledge-holder input was sought from various business units within NZQA and the Ministry of Education in order to ensure accuracy of the data. In addition, various stakeholders provided comment on earlier versions of the report in order to ensure relevance of the information; the organisations consulted include the Tertiary Education Commission, the Department of Labour, Business New Zealand, Institutes of Technology and Polytechnics of NZ and the Industry Training Federation. As this analysis is an overview of the qualifications on The Register, the lists of qualifications were not sent to the individual organisations to confirm if their qualifications are still currently offered (permitting student enrolments). Later analyses will explore this issue further (see Section 6)5.

6. Findings

6.1. The total number of certificates and diplomas Table 1 presents the numbers and types of qualifications on The Register as at 18 December 2008. As indicated, diplomas and certificates (excluding graduate and post-graduate qualifications) comprise 76.03 per cent of all quality assured qualifications (equal to or greater than 40 credits) offered in New Zealand. Of these qualifications, 3455 are certificates (58.19 per cent) and 1059 are diplomas (17.84 per cent).

5 For further information see Vermillion Peirce, P. & Parker, S. (2009) The currency of certificates and diplomas on the New Zealand Register of Quality Assured Qualifications, Wellington: NZQA.



Table 1. Numbers* and types of qualifications on the New Zealand Register of Quality Assured Qualifications

Type of qualification Level Number Percent of total qualifications Post–graduate Doctorate Masters Post-grad Diploma Post-grad Certificate National Post-grad CertificateBachelor (Hon)

10 9 8 8 8 8

748 42 276 216 102 1 111

12.60 %

Graduate Bachelors Graduate Diploma Graduate Certificate

7 7 6-7

673 438 175 60

11.34 %

Diploma Diploma National Diploma

5-7 5-7

1059 909 150

17.84 %

Certificate Certificate National Certificate

1-7 1-7

3455 2375 1080

58.19 %

Other 1 2 0.03 % Total qualifications 1-10 5937 100 %

*as at 18 December 2008

6.2. Total credits The total credits of a qualification are measured in terms of “notional learning hours”, which includes direct contact time with teachers and trainers, time spent studying and doing assignments, and time spent in assessment. One credit is equivalent to ten notional learning hours, and a full-time single year programme translates into 120 credits. The 3455 certificates are offered at 203 different credit values. The numbers of credits range from 40 credits, which makeup 274 certificates, to 360 credits, which make up 4 certificates. Three outliers were not included in this analysis. Table 2 lists the number of certificates offered within eight credit bands.



Table 2. The number of certificates offered within eight credit bands

Credit band Credits

Number of certificates

1 40-79 1783 2 80-119 501 3 120-159 1009 4 160-199 66 5 200-239 29 6 240-279 38 7 280-319 21 8 320-360 8

As shown in Table 2, the majority of certificates are offered within the first credit band (40-79 credits) followed by the third credit band (120-159 credits). More specifically, the most frequent credit value for certificates is 120 credits; 676 certificates (19.56 per cent) are being offered at 120 credits. Following 120-credit qualifications, there are 413 60-credit certificates (11.95 per cent) and 274 40-credit certificates (7.93 per cent) certificates are the most frequent on offer. The 1059 diplomas are offered at 153 different credit levels. The number of credits range from 120 credits (393 diplomas) to 480 credits (4 diplomas). There were four outliers, which were not included in this analysis. Table 3 lists the number of diplomas offered within nine credit bands. Table 3. The number of diplomas offered within eight credit bands.

Credit band Credits

Number of diplomas

1 120-159 571 2 160-199 80 3 200-239 16 4 240-279 277 5 280-319 23 6 320-359 9 7 360-399 67 8 400-439 6 9 440-480 6

As shown, most diplomas are offered in the first credit band (120-159), followed by the fourth credit band (240-279). More specifically, most diplomas are offered at 120 credits (37.11 per cent), followed by 221 diplomas (20.87 per cent) which offer 240 credits and 49 diplomas (4.63 per cent) which offer 360 credits. Less than 2 per cent of diplomas are offered above this credit value.

6.3. Qualification title Qualification titles are the first indication of a qualification holder’s skills and knowledge. To an employer, a qualification title is a direct signal of a learner’s skills and knowledge. To a learner, the title indicates the qualification’s discipline.



The NZQA’s Criteria, Requirements and Guidelines for Course Approval and Accreditation (2003:4) indicate that “Course and qualification titles should provide a concise, accurate and informative indication of the aims and outcomes of courses”. A qualification developer composes the qualification title according to prescribed criteria. First, a qualification must include the qualification type (e.g. Certificate or Diploma). Second, a qualification must be given a designator in order to identify the main disciplinary area of the qualification. For example, the designator is Computing in the “Certificate in Computing”. The designator must also have wide National or international acceptability, or be necessary for National or international recognition of that qualification, or be a requirement of a professional body that has a formal role in the approval of the qualification. Optionally, qualification developers may choose to add a qualifier to the title in order to improve transparency. As stated in the Criteria (ibid: 4-5), four types of qualifiers are permitted in the title. First, a discipline qualifier may be used to further define the specific focus of the qualification or to indicate a pathway within a course. Second, a focus qualifier also further identifies the concentration of the course but is signalled within the qualification title rather than following the title. A level qualifier indicates the level and is added before or after the designator. Finally, the name of the awarding institution may be added before the title. Flexibility in qualification titles means that any one qualification may be given a variety of titles, as determined by the qualification developer. A qualification may include a qualification type and a designator whereas the same qualification may additionally include a qualifier, an awarding institution or both. This flexibility can result in one qualification having many different titles that vary in specificity. Of the 1059 diplomas and 3455 certificates available, 786 and 2511 qualifications (respectively) have unique titles in that one title designates one qualification. However, the uniqueness may lie in the degree of specificity assigned to the title, such as the Diploma in Applied Science versus the Diploma in Applied Science (level 5). On the other hand, 100 of the 1059 diplomas and 339 of the 3455 certificates use a title for more than one qualification. The most frequently used certificate titles include the Certificate in Hairdressing (14 certificates), Certificate in Foundation Studies (13 certificates), Certificate in Business (9 certificates) and Certificate in Computing (9 certificates). The most frequently adopted diploma titles are the Diploma in Tourism Management (9 diplomas), Diploma in Accounting (8 diplomas), Diploma in Business Administration (8 diplomas) and the Diploma in Marketing (7 diplomas). Although one qualification title may denote multiple qualifications, each qualification is different; evident from The Register, qualifications with identical titles are often taught at different levels and they vary in the number of credits. Further analysis may examine whether generic titles (one title that is applied to a number of different qualifications) or specific titles (a different title for each qualification) provide better clarity for qualification end-users, including employers and learners (see Section 6).



6.4. Classification Name/ Field One criterion for registration on The Register is that each qualification developer must nominate a Field for each qualification, which is also referred to as the Classification Name. The specific classification system used by qualification developers to categorise the subject area of qualifications is the New Zealand Standard Classification of Education (NZSCED). NZSCED includes three levels of categories: broad, narrow and detailed Fields. The first, second and third pairs of digits associated with the 6-digit NZSCED code indicate the broad, narrow and detailed Fields, respectively. For example, the detailed Field Automotive Engineering is listed under the code 030501, which is categorised within the broad Field of Engineering and Related Technology (03), the narrow Field of Automotive Engineering and Technology (05) and the detailed Field of Automotive Engineering (01). At present, all qualifications listed on the Register are categorised into one of the three categories: a Broad Field, a Narrow Field or a Detailed Field. The more digits a classification level has, the more detailed the educational Field is. The numbers of certificates and diplomas categorised within the Broad, Narrow or Detailed Field in the given data are outlined below. Table 4. NZSCED Field classifications of certificates and diplomas on The Register.

Broad Field Narrow Field Detailed Field Total Certificates 3.15 %

(109) 5.85 % (202)

91.00 % (3144)

(3455)

Diplomas 3.12 % (33)

7.55 % (80)

89.33 % (946)

(1059)

Total 3.15 % (142)

6.25 % (282)

90.61 % (4090)

(4514)

For all certificates and diplomas, 305 and 208 different NZSCED codes (including Broad, Narrow and Detailed Fields) have been identified by qualification developers as the “subject areas” for certificates and diplomas (respectively) on The Register. Analysis of the number of qualifications offered under the different Fields reveals that there are many certificates and diplomas offered within some Fields, whereas other Fields offer few certificates and diplomas. A quartile analysis was done on the data whereby the Field categories were first sorted numerically according to the number of qualifications listed within each Field. The list was then grouped into three categories; the upper quartile (representing the list of Fields that included the most qualifications, down to 25 per cent of the total qualifications), the lower quartile (the list of Fields that included the fewest qualifications, up to 25 per cent) and the interquartile range (the list of Fields that included qualifications between 25 and 75 per cent). The Fields which contain the lower quartile of certificates, or 853 certificates, were categorised into 214 separate Fields. Although the upper quartile represents a similar number of certificates (894), these certificates were grouped amongst 10 different Fields. Table 5 presents the spread of Fields that offer the upper quartile of certificates.



Table 5. Upper quartile of certificates, by Field (developer-nominated NZSCED classification).

NZSCED Title Number of certificates

Percent of total certificates

91506 English for Speakers of Other Languages

263 7.61 %

80701 Tourism Studies 96 2.78 % 80904 Text Processing and Office Tools 77 2.23 %

92101 Sport and Recreation Activities 76 2.20 % 110303 Hairdressing 74 2.14 % 80301 Business Management 73 2.11 % 110301 Beauty Therapy 62 1.79 % 92103 Cookery 58 1.68 % 110109 Sports Coaching, Playing,

Officiating and Instructing 58 1.68 %

91703 Religious Studies 57 1.65 % Total 894 25.87 %

Just over 25 per cent of all certificates are categorised under the 10 Fields listed above. The average number of certificates taught within these 10 Fields is 89, which is considerably more than the average of 11 certificates across all 305 Fields. What is also noteworthy is that the 10 Fields are within three Broad Fields (NZSCED): Management and Commerce (08), Society and Culture (09), and Food, Hospitality and Personal Services (11). The interquartile range (25-75 per cent) includes 1711 certificates, which are offered in 81 Fields. A similar picture is evident in the analysis of diplomas, with an unbalanced spread of qualifications offered across the Fields. The lower quartile includes 261 diplomas, and these diplomas are categorised into 141 separate Field areas. The upper quartile, representing a similar number of diplomas (268), is grouped amongst 9 different Fields. As shown in Table 6, 25.31 per cent of all diplomas are categorised under 9 Fields. The average number of diplomas taught within these 9 Fields is nearly 30, which is more than the average of 5.12 diplomas offered across all 208 Fields. The 9 developer-identified Fields are within five NZSCED Broad Fields: Engineering and Related Technology (03), Education (07), Management and Commerce (08), Society and Culture (09), and Creative Arts (10). The interquartile range (25-75 per cent) includes 530 diplomas which are offered in 58 different Fields.



Table 6. Upper quartile of diplomas, by Field (developer-nominated NZSCED classification).

NZSCED Title Number of diplomas

Per cent of total diplomas

80301 Business Management 53 5.00 % 91703

Graphic Arts and Design Studies 40

3.78 %

100501 Religious Studies 40 3.78 % 90513 Counselling 28 2.64 % 80701 Tourism Studies 27 2.55 % 92103 Fine Arts 21 1.98 % 100301

Sports Coaching, Playing, Officiating and Instructing

21

1.98 %

70101

Teacher Education: Early Childhood (Pre-Service)

20

1.89 %

31505 Aircraft Operation 18 1.70 % Total 268 25.31 %

The quartile assessment illustrates that there are some Fields which offer a considerable proportion of the qualifications whereas other Fields offer few. In order to illustrate the number of qualifications offered within Fields, the Fields were categorised into one of 14 bands according to the number of qualifications offered within the Field. Table 7 lists the number of certificates and diplomas offered within 14 qualification bands.



Table 7. Number of qualifications (Bands 1-14), including certificates and diplomas, for NZSCED Field Number of

qualifications Number of NZSCED Fields for certificates (% of Fields)

Number of NZSCED Fields for diplomas (% of Fields)

Band 1 1-20 266 (87.21 %) 201 (96.63 %) Band 2 21-40 24 (7.87 %) 6 (2.88 %) Band 3 41-60 8 (2.62 %) 1 (0.48 %) Band 4 61-80 5 (1.64 %) 0 Band 5 81-100 1 (0.33 %) 0 Band 6 101-120 0 0 Band 7 121-140 0 0 Band 8 141-160 0 0 Band 9 161-180 0 0 Band 10 181-200 0 0 Band 11 201-220 0 0 Band 12 221-240 0 0 Band 13 241-260 0 0 Band 14 261-280 1 (0.33 %) 0 Total 305 208

As noted in Table 7 above, the bulk of different Fields offer between 1-20 different qualifications, with 87.21 per cent of Fields offering this number of certificates and 96.63 per cent of Fields offering this number of diplomas. A further breakdown of Band 1 is such that 219 Fields offer between 1-10 certificates and 47 offer between 11-20 certificates. For diplomas, Band 1 represents 182 different Fields which offer 1-10 qualifications and 19 Fields which offer 11-20 qualifications. Table 7 illustrates that less than 13 per cent of Fields offer more than 20 certificates and less than 4 per cent of Fields offer more than 20 diplomas. In order to gain a better understanding of the diplomas and certificates according to Field, the qualifications’ Field codes that were identified by the qualification developer (“developer-identified Fields”) were aggregated to one of 12 NZSCED Broad Fields. As such, the first two digits of the nominated Field were used to identify the Broad Field of the qualification. The 12 Broad Fields are listed in Figure 1, along with the spread of certificates offered across the 12 Broad Field categories.



The aggregated data for certificates show that there is an average of 288 certificates across the 12 Broad Fields. The largest proportion of certificates (22.92 per cent) is offered in the Engineering and Related Technology Field (792 certificates). There are 70 developer-identified Fields that were included into this broad category. The second largest number of certificates (709) is within the category Society and Culture, which comprises 20.52 per cent of all quality-assured certificates in New Zealand. There are 40 different developer-identified Fields that were aggregated into this Broad Field. Three additional Fields offer more than the average number of certificates; 11.92 per cent of certificates (412) are offered within the Field Management and Commerce, 9.26 per cent of certificates (320) are offered within the Field Agriculture, Environmental and Related Studies, and 9.20 per cent of certificates (318) are offered within the Field of Food, Hospitality and Personal Services. Appendix 1 lists the Field categories included within the NZSCED Broad Fields. The remaining seven Broad Field categories offered fewer than the average number of certificates (277): Natural and Physical Sciences (19), Information Technology (136), Architecture and Building (149), Health (170), Education (81), Creative Arts (215), and Mixed Field Programmes (134). In addition to the number of qualifications by Field, the results also show that National certificates make up the majority of certificates in some Fields, such as Engineering and Related Technology (67.17 per cent) whereas there are more Provider certificates offered in other Fields, such as Information Technology (97.79 per cent) and Education (91.36 per cent) 6.

6 Also included in the data was one ‘New Zealand’ Certificate. The New Zealand Register of Quality Assured Qualifications (2007:16) states that qualifications which include ‘New Zealand’ indicate qualifications which are “non-unit standard based qualifications of National standing”. The New Zealand Certificate included in the data is a level 5, New Zealand Certificate in Nanny Education, which was developed by the Nanny Education Organisation of New Zealand.

Figure 1. Number of Certificates by Broad Field

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The aggregated data for diplomas, which are shown in Figure 2, show that there are six Fields which offer more than the average number of diplomas across all Fields (88). In total, 21.06 per cent of all diplomas being offered are within the Society and Culture Field (223), which consists of 32 different developer-identified Fields under this broad Field. The second highest group of diplomas (16.81 per cent) are categorised under Creative Arts broad Field (178), with 24 developer-identified Fields falling within this category. Next, 16.81 per cent of diplomas were being offered under the Management and Commerce broad Field (178). There are 24 broad, narrow and detailed Fields aggregated into this broad Field. 107 diplomas (10.10 per cent) were offered in the Engineering and Related Technology Field (107), which included 38 different developer-identified Fields. Finally, 9.07 per cent of the diplomas were offered under the Field of Health (96), including 23 different developer-identified Fields and 8.88 per cent were offered under the Field Information Technology (94), including 12 different developer-identified Fields. The remaining six broad Field categories offered fewer than the average number of diplomas (88): Natural and Physical Sciences (13), Architecture and Building (19), Agriculture, Environmental and Related Studies (49), Education (54), Food, Hospitality and Personal Services (41), and Mixed Field Programmes (7). The results also show that Provider diplomas make up the majority of diplomas offered in all Fields. The Engineering and Related Technology Field offers the greatest proportion of National Diplomas than the other 11 Fields; within this Field, 41.12 per cent are National Diplomas7,8.

7 Also included in the data were three New Zealand Diplomas, including the New Zealand Diploma in Business (level 6), which is owned by the NZQA, a level 6 New Zealand Diploma in Engineering (Civil), which is owned by Manukau Institute of Technology, and a level 7 New Zealand Diploma in Specialist Subjects (Secondary Teacher) Division II, which is owned by the Ministry of Education. 8 It should also be noted that it is not possible to determine which qualifications are within Field Maori using Kiwiquals as “Field” is not included. This information, however, is provided on a separate website: www.nzqa.govt.nz/framework/explore/field-maori; there are 15 certificates and 11 diplomas noted on the website as Field Māori.



Figure 2. Number of Diplomas by Broad Field

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6.5 Qualification level Every qualification on the Register includes a level, which ranges in complexity from 1 to 10. Qualifications at Level 1 are the least complex. They enable an end-user to “carry out processes that are limited in range, are repetitive and familiar, [and] are employed within closely defined contexts; employing recall, a narrow range of knowledge and cognitive skills, no generation of new ideas; applied in directed activity, under close supervisions, [and] with no responsibility for the work or learning of others” (The Register, 2007: 18). Complexity in achieved skills and knowledge increases as the qualification level increases. The highest level of qualification in the current review is level 7. Level 7 enables an end-user to “carry out processes that require a command of highly specialised technical or scholastic and basic research skills across a major discipline, involve the full range of procedures in a major discipline, are applied in complex, variable and specialised contexts; employing knowledge of major discipline with areas of specialisation in depth, the analysis, transformation and evaluation of abstract data and concepts, the creation of appropriate responses to resolve given or contextual abstract problems; applied in planning, resourcing and managing processes, within broad parameters and functions, with complete accountability for determining, achieving and evaluating personal and/or group outcomes” (ibid: 19). Levels 1 to 7 certificates and levels 5 to 7 diplomas are included in the current review. The number of certificates offered at different levels for the twelve Broad Fields is shown in Table 8.



Table 8. Number of certificates (NZSCED Broad Field and Level)

As shown in Table 8, the majority of certificates are offered at levels 3 and 4 across most Broad Fields. However, there is a slight shift of the bulk of certificates to be offered at higher levels for two Fields; the majority of certificates are offered at levels 4 and 5 within the Information Technology and Education Fields. The opposite is true for Mixed Field Programmes, which offer the bulk of certificates at levels 2 and 3. As shown in Table 9, the majority of diplomas are offered at levels 5 and 6 across 11 NZSCED Broad Fields. The exception is Education, which offers the majority of diplomas at level 7. Table 9. Number of diplomas (NZSCED Broad Field and Level)

6.6. Qualification developer There are 361 organisations that developed the 3455 certificates. Just over 25 per cent of certificates (895), representing the upper quartile, were developed by 11 organisations. Table 10 presents the spread of organisations that developed the upper quartile of certificates.



Table 10. Upper quartile of certificates by qualification owner.

Organisation Name Number of certificates

% of total certificates

Christchurch Polytechnic Institute of Technology

102

2.95 %

Wellington Institute of Technology

97

2.81 %

Southern Institute of Technology

92

2.66 %

Nelson Marlborough Institute of Technology

88

2.55 %

Manukau Institute of Technology

85

2.46 %

Universal College of Learning (UCOL)

84

2.43 %

NZQA National Qualifications Services

77

2.23 %

Whitireia Community Polytechnic

72

2.08 %

Te Wananga o Aotearoa

67

1.94 %

Agriculture Industry Training Organisation

66

1.91 %

Northland Polytechnic

65

1.88 %

Total 895 25.90 % Table 10 lists organisations that developed over 25 per cent of all certificates, with Christchurch Polytechnic Institute of Technology creating the most certificates (102). For diplomas, there were 210 organisations that developed diplomas. Just over 25 per cent of diplomas (269), representing the upper quartile, were developed by nine organisations. Table 11 presents the spread of organisations that developed the upper quartile of diplomas. The table above lists organisations that developed the largest number of diplomas. The most diplomas developed by one organisation (46) were created by the Christchurch Polytechnic Institute of Technology.



Table 11. Upper quartile of diplomas by qualification owner.

Organisation Name Number of diplomas

% of total diplomas

Christchurch Polytechnic Institute of Technology

46 4.34 %

Unitec New Zealand

33

3.12 %

Auckland University of Technology

29

2.74 %

Nelson Marlborough Institute of Technology

29 2.74 %

Eastern Institute of Technology

28

2.64 %

Northland Polytechnic

27

2.55 %

Wellington Institute of Technology

27

2.55 %

Manukau Institute of Technology

25

2.36 %

NZQA National Qualifications Services

25

2.36 %

Total 269 25.40 %

7. Further considerations • International qualification systems The current review served to summarise the number of certificates and diplomas in New Zealand. A subsequent task for the targeted review will compare this information on the New Zealand qualification system with international qualification systems. • Qualification clarity A number of issues arose with summarising the number of certificates and diplomas in New Zealand. Notably, the data on The Register made it difficult to determine how qualifications were similar or unique. For instance, there are a number of identically-named qualifications. However, qualifications with identical titles are different qualifications, which are often taught at different levels and vary in the number of credits. Other qualifications have identical Fields, level and credits but the titles are different. A combination of information provided on The Register, including title, level, credits, Field, Provider and outcome statement may be useful in understanding what skills and knowledge a qualification represents. It is not possible, however, to determine how successful learners are in understanding and comparing qualifications using the information



provided. For this purpose, a separate targeted review task will include canvassing end-users’ opinions on qualification clarity9. • Confirmation of active qualifications

As noted in the Methodology, the lists of qualifications were not sent to the individual organisations to confirm if their qualifications were currently offered. Thus, the current report may be illustrating Register data that is not currently offered or accepting enrolments by providers. One targeted review task is to investigate the effectiveness of current qualification design processes and determining the number of qualifications that are active will form a part of this investigation. Qualification developers will be interviewed for this purpose, and a supplementary activity will confirm the list of qualifications as active (or not). A further analysis may be done by the Tertiary Education Commission (TEC) to assess whether or not the qualifications have active enrolments10. • Motivations of qualification design (National vs. Provider qualifications) As noted in the Qualification developer section, a number of organisations develop exclusively National qualifications whereas other organisations develop Provider qualifications. A future qualitative study will be carried out for the targeted review, which will investigate the motivation behind qualification design. In doing so, the task will include investigating the motivations behind designing Provider certificates and diplomas rather than using National certificates and diplomas. • Supply and demand in different Fields Certificates and diplomas are offered in a number of Fields, as shown in the Classification Name/Field section. Whether there is demand from employers for the number of certificates and diplomas within these Fields (Figures 1 and 2) or within these developer-identified Fields (Tables 2 and 3) needs to be assessed. However, demand is difficult to determine as the link between qualifications and employment is not always clear on the Register (see below). Demand from student enrolment would be easier to quantify through student enrolments, either as Equivalent Full-Time Student enrolments (EFTS) or as a “head-count”. However, other issues would emerge, such as ideal class size variation amongst different Fields. Further reviews may consider such issues, as assessing demand in relation to the supply for certificates and diplomas is not within the scope of the current review. • The New Zealand Standard Classification of Education (NZSCED) code Determining supply of qualifications within Fields cannot be compared with the supply of jobs as the NZSCED code is not aligned with occupation or an

9 For further information see Certificates and Diplomas in New Zealand (Clarity). (2009). Patricia Vermillion Peirce and Janet Grice. 10 For further information see Certificates and Diplomas in New Zealand (Currency). (2009). Patricia Vermillion Peirce and Sophie Parker.



occupation classification system, such as the New Zealand Standard Classification of Occupations 1999 (NZSCO99) or the Australian and New Zealand Standard Classification of Occupations (ANZSCO). Further consideration is necessary. It may prove interesting to determine whether Australia aligns occupations with their educational coding system, and if so, how they make the alignment. • Qualification developers and owners. A qualification developer develops a qualification in that they combine a list of components that will lead to a qualification. A qualification owner is an organisation that oversees the qualification. Although NZQA does not distinguish between qualification developers and owners, a qualification may be developed by one organisation based on needs in a specific industry or area and a specified Industry Training Organisation (ITO) would be required to register the qualification and as a consequence, own it. The ambiguity could be considered in the development of the future interviews with qualification developers to be carried out for the targeted review.



Appendix A NZSCED Fields (Broad, Narrow and Detailed) included within each NZSCED Broad Field, according to the number of certificates and diplomas

NZSCED code

NZSCED Field Number of certificates

Number of diplomas

01 Natural & Physical Sciences 19 13 1 Natural and Physical Sciences 8 6 199 Other Natural and Physical Sciences 0 1 10101 Mathematics 3 0 10907 Marine Science 1 1 10913 Human Biology 2 0 10999 Biological Sciences not elsewhere classified 0 1 19905 Food Science and Biotechnology 1 0 19909 Laboratory Technology 1 2 19999 Natural and Physical Sciences not elsewhere classified 3 2

02 Information Technology 136 94 2 Information Technology 16 13 201 Computer Science 2 3 203 Information Systems 4 2 299 Other Information Technology 0 1 20103 Programming 15 14 20105 Computational Theory 1 0 20113 Networks and Communications 18 15 20115 Computer Graphics 9 5 20117 Operating Systems 2 0 20199 Computer Science not elsewhere classified 6 10 20303 Database Management 3 1 20305 Systems Analysis and Design 16 9 20399 Information Technology not elsewhere classified 23 9 29901 Security Science 1 0 29999 Information Systems not elsewhere classified 20 12 03 Engineering & Related Technology 792 107 3 Engineering and Related Technologies 30 2 301 Manufacturing, Engineering and Technology 13 1 303 Process and Resources Engineering 10 0 305 Automotive Engineering and Technology 8 0 307 Mechanical and Industrial Engineering and Technology 18 3 309 Civil Engineering 12 7 313 Electrical and Electronic Engineering and Technology 8 6 315 Aerospace Engineering and Technology 1 0 30101 Manufacturing Engineering 10 3 30103 Printing 49 1 30105 Textile Making 35 4 30107 Garment Making 22 4 30108 Plastics Processing Technology 13 1 30109 Footwear Making 3 0 30111 Wood Machining and Turning 4 0 30113 Cabinet Making 2 1 30115 Furniture Upholstery and Renovation 5 0 30199 Manufacturing Engineering and Technology not elsewhere classified19 0 30301 Chemical Engineering 3 0 30303 Mining and Resources Engineering 20 5



30304 Wood Based Manufacturing 16 2 30305 Materials Engineering 1 1 30306 Ceramics, Industrial Glass and Rubber Manufacturing 7 0 30307 Food (excluding Seafood) Processing Technology 12 0 30308 Seafood Processing 4 0 30399 Process and Resources Engineering not elsewhere classified 10 2 30501 Automotive Engineering 13 0 30503 Vehicle Mechanics 27 0 30505 Automotive Electrics and Electronics 8 1 30507 Automotive Vehicle Refinishing 2 0 30509 Automotive Body Construction 3 0 30511 Panel Beating 9 0 30513 Upholstery and Vehicle Trimming 1 0 30515 Automotive Vehicle Operations 44 2 30599 Automotive Engineering and Technology not elsewhere classified 13 0 30701 Mechanical Engineering 30 7 30703 Industrial Engineering 4 0 30705 Toolmaking 3 0 30707 Metal Fitting, Turning and Machining 16 0 30709 Sheetmetal Working 5 0 30711 Boiler-making and Welding 9 1 30713 Metal Casting and Pattern Making 1 0 30717 Plant and Machine Operations 6 0 30901 Construction Engineering 2 0 30903 Structural Engineering 0 1 30907 Water and Sanitary Engineering 2 1 30909 Transport Engineering 0 1 30910 Road Construction 20 0 30913 Ocean Engineering 0 1 30999 Civil Engineering not elsewhere classified 7 3 31101 Surveying 4 1 31301 Electrical Engineering 30 2 31303 Electronic Engineering 10 0 31305 Computer Engineering 4 1 31307 Communications Technologies 8 1 31309 Communications Equipment Installation and Maintenance 3 0 31311 Power Line Installation and Maintenance 18 2 31313 Electrical Fitting, Electrical Mechanics 18 0 31315 Refrigeration, Heating and Air Conditioning 7 1 31317 Electronic Equipment Servicing 1 0 31399 Electrical and Electronic Engineering and Technology not elsewhere

classified 8 2

31501 Aerospace Engineering 1 0 31503 Aircraft Maintenance Engineering 9 3 31505 Aircraft Operation 9 18 31507 Air Traffic Control 3 4 31701 Maritime Engineering 3 1 31703 Marine Construction 7 0 31705 Marine Craft Operation 30 6 31799 Maritime Engineering and Technology not elsewhere classified 2 0 39901 Environmental Engineering 10 2 39905 Fire Technology and Rescue Services 30 2 39909 Cleaning 2 0 39999 Engineering and Related Technologies not elsewhere classified 15 0



04 Architecture & Building 149 19 4 Architecture and Building 1 0 403 Building 5 0 40101 Architecture 6 3 40105 Landscape Architecture 5 1 40107 Interior and Environmental Design 4 5 40199 Architecture and Urban Environment not elsewhere classified 1 0 40301 Building Science and Technology 3 2 40303 Building Construction Management 2 3 40305 Building Surveying (Inspection) 0 1 40307 Building Construction Economics (including Quantity Surveying) 0 2 40309 Bricklaying and Stonemasonry 8 0 40311 Carpentry and Joinery 53 2 40313 Ceiling, Wall and Floor Fixing 11 0 40315 Roof Fixing 4 0 40317 Plastering 4 0 40323 Glazing 3 0 40325 Painting, Decorating, Sign Writing and Other Finishes 6 0 40327 Plumbing, Gasfitting and Drainlaying 8 0 40329 Scaffolding and Rigging 18 0 40399 Building not elsewhere classified 7 0 05 Agriculture, Environmental and Related Studies 320 49 5 Agriculture, Environmental and Related Studies 8 0 501 Agriculture 17 4 503 Horticulture and Viticulture 0 2 505 Forestry Studies 48 1 507 Fisheries Studies 1 1 509 Environmental Studies 7 9 50101 Agricultural Science 9 1 50103 Wool and Fibre Science 1 0 50104 Beekeeping 4 0 50105 Animal Husbandry 22 1 50106 Crop Production 2 0 50108 Equine Trades 23 1 50110 Wool and Fibre Harvesting 15 0 50112 General Land Skills 17 0 50199 Agriculture not elsewhere classified 33 4 50301 Horticulture 51 15 50303 Viticulture 5 4 50502 Solid Wood Processing 12 0 50701 Aquaculture 10 0 50702 Seafood Harvesting (Fishing) 17 1 50799 Fisheries Studies not elsewhere classified 1 0 50901 Land, Parks and Wildlife Management 7 1 50999 Environmental Studies not elsewhere classified 3 3 59901 Pest and Weed Control 5 0 59999 Agriculture, Environmental and Related Studies not elsewhere classifi2 1 06 Health 170 96 6 Health 11 3 601 Medical Studies 1 0 613 Public Health 0 1 617 Rehabilitation Therapies 1 0 619 Complementary Therapies 5 8 60199 Medical Studies not elsewhere classified 2 0



60301 Nursing 15 3 60308 Health Care Assistant 14 1 60399 Nursing not elsewhere classified 3 0 60501 Pharmacy 9 0 60704 Dental Hygiene and Therapy 0 2 60705 Dental Technology 0 1 61101 Veterinary Science 1 1 61103 Veterinary Assisting 21 5 61199 Veterinary Studies not elsewhere classified 1 1 61301 Occupational Health and Safety 8 0 61304 Hauora (Maori Health) 11 4 61307 Health Education, Promotion, Counselling 3 0 61309 Community Health 4 4 61399 Public Health not elsewhere classified 2 0 61711 Massage Therapy 14 13 61799 Rehabilitation Therapies not elsewhere classified 1 1 61901 Naturopathy and Homeopathy 4 9 61903 Acupuncture 2 6 61905 Traditional Chinese Medicine 1 9 61999 Complementary Therapies not elsewhere classified 16 15 69901 Nutrition and Dietetics 2 2 69903 Human Movement and Sports Science 6 2 69905 Paramedical Studies 3 3 69999 Health not elsewhere classified 9 2 07 Education 81 52 7 Education 2 0 701 Teacher Education 9 4 799 Other Education 0 1 70101 Teacher Education: Early Childhood (Pre-Service) 9 20 70103 Teacher Education: Primary (Pre-Service) 0 2 70105 Teacher Education: Secondary (Pre-Service) 0 1 70106 Teacher Education: Tertiary 9 7 70108 Teacher Education: General (Pre-Service) 7 0 70113 Teacher Education: Special Education 2 0 70115 English Language Teaching(ESOL/EFL) 7 1 70116 Te Matauranga Maori me te Whakangungu (Maori Education) 4 4 70118 Bilingual Early Childhood Teacher Training (Pre-Service) 2 0 70120 Immersion Early Childhood Teacher Training (Pre-Service) 0 1 70122 Bilingual Primary Teacher Training (Pre-Service) 0 1 70124 Immersion Primary Teacher Training (Pre-Service) 1 0 70130 Teacher Professional Development 4 3 70199 Teacher Education not elsewhere classified 14 6 70303 Education Studies 6 0 79999 Education not elsewhere classified 5 1 08 Management & Commerce 412 178 8 Management and Commerce 8 4 803 Business and Management 8 5 805 Sales and Marketing 1 1 811 Banking, Finance and Related Fields 2 0 899 Other Management and Commerce 1 0 80101 Accounting 8 15 80199 Accountancy not elsewhere classified 1 0 80301 Business Management 73 53 80303 Human Resource Management 1 5



80305 Personal Management Training 2 0 80307 Organisation Management 2 5 80309 Industrial Relations 2 0 80311 InterNational Business 1 4 80312 Education Administration 3 4 80313 Public and Health Care Administration 8 0 80315 Project Management 1 1 80317 Quality Management 2 0 80319 Hospitality Management 2 12 80320 Racing and Gaming Management 4 1 80321 Farm Management and Agribusiness 6 2 80323 Tourism Management 3 10 80399 Business and Management not elsewhere classified 12 9 80501 Sales 36 0 80503 Real Estate 2 1 80505 Marketing 2 8 80507 Advertising 0 1 80509 Public Relations 2 0 80599 Sales and Marketing not elsewhere classified 1 1 80701 Tourism Studies 96 27 80901 Secretarial and Office Studies 31 1 80904 Text Processing and Office Tools 77 1 80999 Office Studies not elsewhere classified 1 2 81101 Banking and Finance 1 0 81105 Banking, Finance and Related Fields not elsewhere classified 3 0 89901 Purchasing, Warehousing and Distribution 4 0 89999 Management and Commerce not elsewhere classified 5 5 09 Society & Culture 709 223 9 Society and Culture 15 0 903 Studies in Human Society 1 0 905 Human Welfare Studies and Services 2 1 907 Behavioural Science 0 1 909 Law 2 0 911 Justice and Law Enforcement 9 2 921 Sport and Recreation 7 1 999 Other Society and Culture 0 1 90101 Political Science 2 0 90103 Policy Studies 1 1 90301 Sociology 1 1 90314 Tikanga - Maori Customs 18 11 90316 Women's Studies 1 0 90501 Social Work 12 9 90502 Children's Services 0 1 90503 Nannying and Early Childhood Care 17 5 90505 Youth Work 5 3 90507 Support for the Older Person 2 0 90509 Care for People with Disabilities 6 1 90511 Community Client Care 27 14 90513 Counselling 8 28 90599 Human Welfare Studies and Services not elsewhere classified 5 1 90701 Psychology 1 5 90911 Taxation Law 2 1 90913 Legal Practice 1 0 90999 Law not elsewhere classified 1 0



91103 Legal Studies 3 0 91105 Police Studies 7 2 91199 Justice and Law Enforcement not elsewhere classified 13 1 91301 Librarianship and Information Management 3 3 91501 English Language 19 0 91502 Te Reo Maori 32 15 91504 Foreign Languages 5 18 91506 English for Speakers of Other Languages 263 9 91519 Translating and Interpreting 1 3 91523 Literature 1 0 91599 Language and Literature not elsewhere classified 3 0 91701 Philosophy 0 1 91703 Religious Studies 57 40 92101 Sport and Recreation Activities 76 18 92103 Sports Coaching, Playing, Officiating and Instructing 58 21 92199 Sport and Recreation not elsewhere classified 11 2 99901 Community, Whanau, Family and Consumer Studies 1 0 99902 Cultural Studies 0 1 99905 Security Services 10 2 10 Creative Arts 215 178 10 Creative Arts 2 3 1001 Performing Arts 10 6 1003 Visual Arts and Crafts 2 4 1005 Graphic and Design Studies 4 2 1007 Communication and Media Studies 1 2 100101 Music 28 14 100103 Drama and Theatre Studies 7 8 100105 Dance 8 5 100106 Nga Mahi a Rehia (Maori Performing Arts) 5 6 100199 Performing Arts not elsewhere classified 2 4 100301 Fine Arts 16 20 100303 Photography 6 7 100305 Crafts 2 2 100306 Mana Whakairo (Maori Carving) 4 6 100307 Jewellery Making 4 4 100309 Floristry 14 0 100399 Visual Arts and Crafts not elsewhere classified 8 2 100501 Graphic Arts and Design Studies 39 40 100503 Textile Design 0 1 100505 Fashion Design 7 5 100506 Nga Mahi a te Whare Pora (Maori Weaving) 4 2 100599 Graphic and Design Studies not elsewhere classified 2 2 100701 Audio Visual Studies 25 15 100703 Journalism, Communication and Media Studies 10 10 100705 Written Communication 2 8 100707 Verbal Communication 1 0 100799 Communication and Media Studies not elsewhere classified 1 0 109999 Creative Arts not elsewhere classified 1 0 11 Food, Hospitality & Personal Services 318 41 1101 Food and Hospitality 2 0 1103 Personal Services 3 0 110101 Hospitality 33 5 110103 Food and Beverage Service 37 3 110105 Butchery 27 0



110107 Baking and Pastry Making 12 1 110109 Cookery 58 10 110111 Food Hygiene 2 0 110199 Food and Hospitality not elsewhere classified 1 1 110301 Beauty Therapy 62 17 110303 Hairdressing 74 0 110399 Personal Services not elsewhere classified 7 4 12 Mixed Field Programmes 134 7 12 Mixed Field Programmes 8 2 1201 General Education Programmes 3 0 1203 Social Skills Programmes 4 0 1205 Employment Skills Programmes 11 0 120101 General Primary and Secondary Education 10 0 120103 Literacy and Numeracy Programmes 12 1 120105 Learning Skills Programmes 38 0 120199 General Education Programmes not elsewhere classified 4 0 120301 Social and Interpersonal Skills Programmes 4 1 120303 Life Skills 16 0 120304 Family/Whanau Education 1 0 120501 Career Development Programmes 5 1 120505 Work Practices Programmes 4 0 120599 Employment Skills Programmes not elsewhere classified 8 0 129999 Mixed Field Programmes not elsewhere classified 6 2

Documents

The Number of Certificates and Diplomas on the New Zealand …€¦ · The number of certificates and diplomas on the New Zealand Register of Quality Assured Qualifications 7